Who does not fail when they fail—he who recognizes that, has learned well,
For whosoever recognizes the same lord as the one who dwells in all,
Wounds not the self through the self, and travels so the highest road.” XIII 27f.
These passages elucidate the progressive function of the idea of God in the “work.” Incidentally, I believe that the devotional doctrines (Yoga) which are theoretically based on the Samkhya philosophy that originated without a God, has for good practical reasons taken the idea of isvara (God) into its system. Concentration requires an elevated impalpable object as an aim. And this object must have the property of being above every reach of the power to grasp and yet apparently to seem attainable. God has furthermore the functions of the bearer of conflicts and hopes. At the beginning of the work indeed the obstructing conflicts still exist. A certain unburdening is accomplished by leaving the conflict to the divinity, and frees the powers that were at first crippled under the pressure of the conflicts. [Cf. Jung's Psychology of the Unconscious, Freud Kl. Schr., II, p. 131.]
“Then throw on me all thy doings, thinking only on the highest spirit,
Hoping and desiring nothing, so fight, free from all pain.” Bh. G. III 30.
“Whose acts without any bias and dedicates all his activity to God
Will not be stained with evil [is therefore free from conflicts] as the lotus leaf is not stained by the water.” V 10.
The idea of the education of the will has, of course, been familiar for a long time to ethical writers, even if it has at times been lost sight of.
Aristotle is convinced that morality arises from [pg 291] custom and convention. “As we learn swimming only in water, and music by practice on an instrument, so we become righteous by righteous action and moderate and courageous by appropriate acts. From uniform actions enduring habits are formed, and without a rational activity no one becomes good ... being good is an act. Good is never by nature; we become good by a behavior corresponding to a norm. We possess morality not by nature but against nature. We have the disposition to attain it ... we must completely win it by habit. As Plato says, in agreement with this, the proper education consists in being so led from youth upward, as to be glad and sorry about the things over which we should be glad and sorry. But if by a course of action in accordance with custom, a definite direction of the will has been secured, then pleasure and pain are added to the actions that result from the will and, as it were, as signs, that here a new nature is established in man.” (Jodl. Gesch. d. Eth., I, pp. 44 ff.) “The energy and the proud confidence in human power with which Aristotle offers to man his will and character formation as his own work, the emphasis with which he has opposed to the quietistic ‘velle non discitur’ (we cannot educate volition nor learn to will, as later pessimistic opinions have expressed it axiomatically) with the real indispensability and at the same time the possibility of the formation of the will; this contention is admirable and quite characteristic of the methods of thought of ancient philosophy at its height.” (Jodl., l. c., [pg 292] p. 49.) [Velle non discitur has been popularized by Schopenhauer.]